AUTISM SPECTRUM DISORDERS (ASD)

Lorena, Jenny, Sarah, Lydia, Tara

Living with Autism Video

http://www.youtube.com/watch?v=BTDmdClWtkc (3:57)

History

First Studied by Leo Kanner and Hans Asperger in 1934 and 1944

Both referred to the children they observed as Autistic

Kanner said there were 3 main ways to distinguish Schizophrenics from Autistic children

Asperger’s Paper 1981 Lorna Wing quoted his paper and referred to

the disorder as Asperger’s Syndrome Since 1990 disorders with similar symptoms are

categorized under a broader term called Autism Spectrum Disorders (ASD)

Definition

Autism is a disorder and not a disease. Autism, as defined by the Individuals with Disabilities

Education Act (IDEA) is: a developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a child’s performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has serious emotional disturbance. (34 C.F.R., Part 300, 300.7[b][l]) Individuals With Disabilities Education Improvement Act, 2004)(pg. 425 “Learners with Autism Spectrum Disorders” Exceptional Learners)

Autism Spectrum Disorder

Types of Autism High Functioning to Low Functioning

Asperger Syndrome P.D.D.-N.O.S. Austistic Disorder Rett’s Disorder Childhood Disintegrative Disorder

Personal Experience

Does anyone have an personal experiences they would like to share with the class?

Prevalence

1 of 166 people have Autism Spectrum Disorder HOWEVER, only 1 of 370 people 6-17 yrs old are

identified with Autism and receive special education.

Many see this rate is increasing… Why the increase? Potential answers: harmful

toxins in environment, widespread use of vaccinations for babies and toddlers.

Some say there is no increase due to… 1. Widening of criteria used to diagnose 2. Greater awareness of Autism 3. “Diagnostic Substitution”

Prevalence (cont)

Males outnumber females 3:1 or 4:1in Autism Spectrum Disorders Exception: Rett Syndrome – occurs primarily in

females

Causes

No known single cause Could be a mixture between heredity, genetics and medical

problems Genetic Vulnerability

Autism tends to occur more frequently than expected among individuals who have certain medical conditions Fragile X syndrome Tuberous sclerosis Congenital Rubella syndrome Untreated Phenylketonuria (PKU) Some harmful substances ingested during pregnancy

also have been associated with an increased risk of Autism

Causes (cont)

Environmental Factors Environmental Toxins

Heavy Metals such as mercury Which are more prevalent in our current

environment than in the past

Those with ASD (or who are at risk) may be especially vulnerable, as their ability to metabolize and detoxify these exposures can be compromised

Vaccine Misconceptions

Debate: Vaccinations

http://www.youtube.com/watch?v=J7h-DPr_x2w (4:37)

Methods of Identification

There is no universally used diagnostic test for ASD. For autism, the clinician uses criteria that focus on communication skills, social interactions, and repetitive and stereotyped patterns of behavior

Behavior symptoms are so severe that it is easy to diagnose

Autistic Regression: Children appear to progress normally until about 16 to 24 months of age and then begin to show signs of being autistic and will later be diagnosed as autistic

Psychological and Behavioral Characteristics

4 Core Characteristics Involve: Social Development Communication Limited Interests Repetitive Behavior

Stephen Wiltshire

http://www.youtube.com/user/AutTV#p/u/2/mskqFK3mHwU (5:28)

Signs to Watch for

Lacks interest in others Avoids prolonged eye contact Resists being touched Seems oversensitive to sounds and bright

lights Has mastered few words by 16 months Does not point to share interests Repeats words or phrases Has frequent tantrums Shows little interest in pretend play Has difficulty taking turns Resists change

Signs to Watch for (cont)

Spins objects Has difficulty catching a ball, buttoning or tying

shoes Shows little fear of dangers Flaps hands, flicks fingers, rocks body or hurts self Speaks with a flat voice Has one-sided conversations Stands too close to others Misunderstands jokes, slang or teasing Tunes others out Displays anxiety or rage Has intense interests

Educational Considerations

Direct Instruction Skills Behavior Management Instruction in Natural Settings Children with Asperger’s

Social Interpreting Coaching

Diet

Eliminate Gluten and Casein Children with Autism could be gluten

addicts Solutions

School lunches could be changed

Assess the Progress of Students Progress in language Development

MacArthur- Bates Communicative Development Inventory-Second Edition (CDI-II) Assesses both “normal” children AND those

with disabilities

Assess the Progress of Students (cont) Progress in Social/Adaptive behavior

PDD Behavior Inventory (PDDBI) Monitors progress of students 2-12 years Detects changes in students Parent and Teacher versions of the test Assesses:

Sensory/Perceptual Behaviors Rituals, resistant to change Social problems Semantics (Meaning) Problems Arousal Regulation Problems Fears Aggressiveness Receptive Social Communication Abilities Expressive Social Communication Abilities

Assess the Progress of Students (cont) Social Responsiveness Scale (SRS)

Parent/Teacher scale monitoring progress of students 4-18

Monitors Social Awareness Social Information Processing Reciprocal Social Communication Social Anxiety Avoidance

Evaluates Severity of Social Impairment

Assess the Progress of Students (cont) Outcome Measuring

These tests can also be used to evaluate effectiveness of interventions

Autism Social Skills Profile (ASSP)- standardized outcome measurer Examines social skills of children &

adolescents with ASD Completed by teachers/parents Includes 3 subscales/parts

Social reciprocity Social participation/avoidance Detrimental Social behaviors

Assess the Progress of Students (cont) Childhood Autism Rating Scale (CARS)

Purposes: Screen/test, diagnose, as well as measuring effectiveness

Focuses on behaviors that deviate from “normal” development

2 years of age and older

Assess the Progress of Students (cont) Testing Accommodations/Alternate

Assessments Test Accommodations

Vary based on severity of disability Include changes in setting, scheduling,

presentation format, and response format Strategies

Environmental and Curricular Modifications Attitudinal and Social Support Coordinated Team Commitment Recurrent Evaluation of Inclusion Practices Home-School Collaboration

Assess the Progress of Students (cont) Students with ASD must receive a

modified/alternative curriculum Alternative Assessment

Portfolio: Collection of items providing evidence of growth on specific goals

Early Intervention

The most effective early intervention programs are intensive, highly structured, and involve families

Early intervention programs often use natural interactions to teach students in natural environments, including general education classrooms to the extent possible.

Most early intervention programs focus on children with severe degrees of ASD rather than milder degrees

If intervention is early and intensive it can produce remarkable gains in many children

There is no intervention yet can claim universal success in enabling children to completely overcoming their disabilities

Early Intervention (cont)

Essential features of an effective program (according to the National Research Council) Entry into intervention programs as soon as an ASD is seriously

considered Active engagement in intensive instructional programming for a

minimum of the equivalent of a full school day, 5 days (at least 25 hours) a week, with full year programming varied according to the child’s chronological age and development level

Repeated, planned teaching opportunities generally organized around relatively brief periods of time for the youngest children (e.g. 15-20 minute intervals), including sufficient amounts of adult attention in one-to-one and very small group instruction to meet individualized goals

Inclusion of a family component, including parent training Low student/teacher ratios (no more than two young children with

ASD per adult in the classroom) Mechanisms for ongoing program evaluation and assessments of

individual children’s progress, with results translated into adjustments in programming

Transition to Adulthood

Self-Determination Community Adjustment Employment

Simulation Video

http://simulations.magnify.net/video/Autism-Sensory-Overload-Simul (3:21)

Simulation Stations

Resources Autism Society of Minnesota. Supporting People Living with Autism in

Your Community. St. Paul, MN: n.d. Print. Hallahan, Daniel P., James M. Kauffman & Paige C. Pullen. “Learners

with Autism Spectrum Disorders.” Exceptional Learners. Boston: Pearson, 2009. 420-455.

Hirsch M.D., David. “Autism Spectrum Disorders” Web MD. 3 September 2009. Web. 1 April 2010. http://www.webmd.com/brain/autism/autism-spectrum-disorders.

 "KNOW. . .The Autism - Vaccine Connection"  K.N.O.W. Web. Accessed 4 April 2010.  http://www.know-vaccines.org/autism.html.

McGee, Susie. "Diet for Autistic Children." love to know. N.p., 2010. Web. 5 Apr 2010. http://autism.lovetoknow.com/Diet_for_Autistic_Children.

"Misconceptions about Immunizations" Quackwatch. Revised 17 November 2002.  Accessed 4 April 2010.  http://www.quackwatch.org/03HealthPromotion/immu/autism.html.

"What Causes Autism" Autism Society.  Revised 25 January 2008.  Accessed 4 April 2010.  http://www.autism-society.org/site/PageServer?pagename=about_whatcauses.

Additional Web Sites

Autism Speaks http://www.autismspeaks.org/

Autism Society of America http://www.autism-society.org/site/

PageServer Autism Society of Minnesota

http://www.ausm.org/